Використання технології критичного мислення у процесі формування екологічної культури молодших школярів

Abstract

The problem of environmental education and upbringing of the younger generation is actualized in the paper. Particular attention is paid to the need to develop an ecological style of thinking, environmental awareness and behavior of younger school-time students. On the basis of theoretical generalizations, criteria and indicators of the formation of the basics of ecological culture of young school children are determined. The experimental data confirmed the need for the introduction of modern educational technologies. Technologies for developing critical thinking in terms of solving environmental problems are recognized as one of the most effective. Among the pedagogical conditions for the effective implementation of an innovative approach to the formation of the foundations of ecological culture of younger school-time students are: organization of educational process on the basis of integrative activity, local lore, environmental approach; ensuring the content, systemic and logical consistency and continuity of the use of innovative approaches; widespread use of a system of practice-oriented environmental targets. In the context of solving the problem of forming the foundations of ecological culture of younger students, we consider it advisable to use such technologies of development of critical thinking as « Ecological drudles » , « Logbook » , « Predictions tree » , « Venn diagram » , etc. The use of these strategies helps not only to find solutions to a particular environmental problem, but also to provide variability in its interpretation. Technology « Environmental doodles » helps to develop the creative thinking of younger students, to expand their outlook, to form the basis of environmental culture. The purpose of the Logbook method is to teach students to systematize information by fixing up-to-date knowledge and knowledge gained during the work. The formation of the foundations of the ecological culture of younger students is inherently linked to the formation of a system of environmental ideas. These technologies for the development of critical thinking are aimed at forming a conscious, responsible attitude of the younger student to the environmental problem.